Please use this identifier to cite or link to this item :http://hdl.handle.net/2066/86044

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Subject:

Atypical development in communications and cognitionLinguistic Research for Continous Sign Language Recognition (FP7 SignSpeak)

Organization:

FSW_Fac. algemeenTaalwetenschapSW OZ BSI OLO

Journal title:

International Journal of Bilingual Education and Bilingualism

Volume:

vol. 13

Issue:

iss. 2

Page start:

p. 167

Page end:

p. 199

Abstract:

In this paper, we will describe the theoretical underpinning of many bilingual education programs for deaf children: Cummins' Linguistic Interdependence theory. Then, we will review some of the studies that have been conducted on the relation between reading and signing skills, and discuss how difficult it is to interpret their findings within Cummins' framework. We will present new data on the relation between deaf children's vocabulary knowledge and morpho-syntactic skills in Sign Language of the Netherlands and spoken Dutch that imply that Cummins' theory may be too narrow as an educational model of bilingual programs for deaf children.